Saturday, January 19, 2008
Friday, January 18, 2008
Thursday, January 17, 2008
Inbal - Exercise two
I hope this it what you meant,
not many details but I think it's a simple
process that explains itself...
Enjoy the "Music around the World"...
Exercise 3 - Amanda, Banafsheh, Adam, Inbal and Jenny
Closure: The tendency to see a set of individual elements as a single recognizable pattern or form rather than multiple individual elements.
Example:
The IBM logo is a great example of the law of closure. Although it is really a series of horizontal lines, the mind reads it as the whole letters that make up IBM.
Good Continuation: The tendency to more easily interpret elements in a straight line or curve as well as perceiving lines as maintaining their direction rather than branching or bending at sharp angles.
Example:
When these two shapes are separated they are perceived as being the shapes of two axe blades. When they are placed next to each other we perceive them as two overlapping bent circles
Uniform Connectedness: Elements are seen as more related when connected by uniform visual properties than elements that are not connected.
Example:
Similar buttons of these remotes, though all circles in a grid, are connected by elements such as color, background color or button design.
Example:
The IBM logo is a great example of the law of closure. Although it is really a series of horizontal lines, the mind reads it as the whole letters that make up IBM. Good Continuation: The tendency to more easily interpret elements in a straight line or curve as well as perceiving lines as maintaining their direction rather than branching or bending at sharp angles.
Example:
When these two shapes are separated they are perceived as being the shapes of two axe blades. When they are placed next to each other we perceive them as two overlapping bent circlesUniform Connectedness: Elements are seen as more related when connected by uniform visual properties than elements that are not connected.
Example:
Similar buttons of these remotes, though all circles in a grid, are connected by elements such as color, background color or button design.
Wednesday, January 16, 2008
zunera waheed
Hello;1: My name is Zunera Waheed
2: I am in Graphic Design
3: I know lots of programs like Photoshop, illustrator, indesgin, a bit flash etc
but i am really passionate to learn more about programs.
Tuesday, January 15, 2008
Monday, January 14, 2008
Exercise Three: Strategies for Conveying Visual Information
Your group for Project One has been assigned 3 or more examples of strategies derived from the Gestalt Laws of Pattern Perception that can be employed to successfully convey information.
Locate the relevant pages in Universal Principles of Design. In your Project One groups, create a post to the blog that summarizes this strategy for the class. Include at least one example (with a visual) that is not found in Universal Principles of Design. Be prepared to briefly present your post next week.
Exercise Three is due on Sunday, January 20, at 11:59PM. Remember to put the names of your group members in the title of your post.
Locate the relevant pages in Universal Principles of Design. In your Project One groups, create a post to the blog that summarizes this strategy for the class. Include at least one example (with a visual) that is not found in Universal Principles of Design. Be prepared to briefly present your post next week.
Exercise Three is due on Sunday, January 20, at 11:59PM. Remember to put the names of your group members in the title of your post.
Exercise Two: Make a Music Video, Make a Diagram
The instructions for Exercise Two are as follows. Please read carefully, as there are many steps and a number of deliverables.
1) Locate the source files for the music video, located in TEMPORARY_STORAGE in a folder called "Make a Music Video."
2) Check out the video clips and audio files. You're welcome to use your own video clips and/or audio files, but don't feel like you need to.
3) Open iMovie HD, and save an iMovie Project to your desktop using a title of your choice.
4) Pick the audio file that you want to make a video for. Import it to iMovie HD by drag-and-dropping the file into the bar at the bottom of the iMovie screen. Note that this automatically changes iMovie from "clips viewer" mode to "timeline viewer" mode. You can also do this with the two buttons near the bottom right of the screen.
5) Pick some video clips that you might want to use to make your video. Drag-and-drop them into the "clips" pane at the right of the iMovie screen. From here, you'll drag-and-drop them into the upper bar in the timeline, once you've decided how you want to use them.
6) Make your video! Play around. There are lots of features in iMovie, but some that you'll want to be sure to use/understand include:
-the volume control on the audio clip (select the clip, View>Show Clip Volume Levels, fiddle with the audio "line")
-how to cut the audio clip (place the playhead; Edit>Split Audio Clip at Playhead
-the fact that iMovie measures time in Minutes:Seconds:Frames, and that there are only 30 frames per second
-the fact that some of the video clips have sound in them already, which you may want to control/eliminate (again, select the clip, View>Show Clip Volume Levels, fiddle with the audio "line")
-the editing pane (the button for this is on the bottom right), especially transitions (once in the editing pane, the button for this is on the top right)
7) Keep making your video. Play for about an hour. Learn as much as you can. iMovie is a great tool for making quick videos, and this tool will serve you well for Project One.
8) Remember to save your iMovie project often. iMovie doesn't create a playable file directly - in order to do this, you'll need to perform one last action. Click File>Export, and then select "Web Streaming". This will take a few minutes, and will create a playable Quicktime file, just like the video clips you were given to work with.
9) Upload your video to Youtube, as well as to the course blog.
10) Note that step #9 contains less specific instructions than the previous steps. This is intentional. Your last task is as follows. Draw (by hand!) a diagram that explains the steps required to upload your video to both Youtube and the course blog. Lastly, scan this diagram (there's a scanner in the lab, and the monitor can help you if you've never scanned before) and post it to the blog as well, in the same post as your video. Remember to name and label your post appropriately.
Exercise Two is due on Sunday, January 20 at 11:59PM.
1) Locate the source files for the music video, located in TEMPORARY_STORAGE in a folder called "Make a Music Video."
2) Check out the video clips and audio files. You're welcome to use your own video clips and/or audio files, but don't feel like you need to.
3) Open iMovie HD, and save an iMovie Project to your desktop using a title of your choice.
4) Pick the audio file that you want to make a video for. Import it to iMovie HD by drag-and-dropping the file into the bar at the bottom of the iMovie screen. Note that this automatically changes iMovie from "clips viewer" mode to "timeline viewer" mode. You can also do this with the two buttons near the bottom right of the screen.
5) Pick some video clips that you might want to use to make your video. Drag-and-drop them into the "clips" pane at the right of the iMovie screen. From here, you'll drag-and-drop them into the upper bar in the timeline, once you've decided how you want to use them.
6) Make your video! Play around. There are lots of features in iMovie, but some that you'll want to be sure to use/understand include:
-the volume control on the audio clip (select the clip, View>Show Clip Volume Levels, fiddle with the audio "line")
-how to cut the audio clip (place the playhead; Edit>Split Audio Clip at Playhead
-the fact that iMovie measures time in Minutes:Seconds:Frames, and that there are only 30 frames per second
-the fact that some of the video clips have sound in them already, which you may want to control/eliminate (again, select the clip, View>Show Clip Volume Levels, fiddle with the audio "line")
-the editing pane (the button for this is on the bottom right), especially transitions (once in the editing pane, the button for this is on the top right)
7) Keep making your video. Play for about an hour. Learn as much as you can. iMovie is a great tool for making quick videos, and this tool will serve you well for Project One.
8) Remember to save your iMovie project often. iMovie doesn't create a playable file directly - in order to do this, you'll need to perform one last action. Click File>Export, and then select "Web Streaming". This will take a few minutes, and will create a playable Quicktime file, just like the video clips you were given to work with.
9) Upload your video to Youtube, as well as to the course blog.
10) Note that step #9 contains less specific instructions than the previous steps. This is intentional. Your last task is as follows. Draw (by hand!) a diagram that explains the steps required to upload your video to both Youtube and the course blog. Lastly, scan this diagram (there's a scanner in the lab, and the monitor can help you if you've never scanned before) and post it to the blog as well, in the same post as your video. Remember to name and label your post appropriately.
Exercise Two is due on Sunday, January 20 at 11:59PM.
Exercise Marks
As discussed in class, Exercises will be marked as follows.
1) Each Exercise will be marked out of 1. Adequate completion of an exercise will result in a mark of 1; inadequate completion of an exercise will result in a mark of 0. At Tori and I's discretion, you may receive a mark of 1/2 if you adequately complete some but not all of an Exercise.
2) Exceptional completion of an Exercise will result in a bonus marks. The magnitude of these bonus marks will be at Tori and I's discretion. It is expected that bonus marks will be rare.
3) Exercises will be weighted relative to one another at the end of the term, to reflect their relative time commitment. For example, an Exercise that takes most students 4 hours will be assigned approximately 4 times as much weight as an Exercise that takes most students 1 hour.
4) Exercises constitute 20% of your final grade. With sufficient diligence, all students are capable of being awarded a perfect aggregate score on the Exercises. Bonus marks will not used to elevate your aggregate score beyond perfect.
5) Exercises may not be submitted late for any reason other than a documented illness.
5) You will not receive regular feedback on Exercise results. An anonymous list of aggregate scores to date will be posted to the blog before Week 8.
Please post a comment here if you have any questions about Exercises.
1) Each Exercise will be marked out of 1. Adequate completion of an exercise will result in a mark of 1; inadequate completion of an exercise will result in a mark of 0. At Tori and I's discretion, you may receive a mark of 1/2 if you adequately complete some but not all of an Exercise.
2) Exceptional completion of an Exercise will result in a bonus marks. The magnitude of these bonus marks will be at Tori and I's discretion. It is expected that bonus marks will be rare.
3) Exercises will be weighted relative to one another at the end of the term, to reflect their relative time commitment. For example, an Exercise that takes most students 4 hours will be assigned approximately 4 times as much weight as an Exercise that takes most students 1 hour.
4) Exercises constitute 20% of your final grade. With sufficient diligence, all students are capable of being awarded a perfect aggregate score on the Exercises. Bonus marks will not used to elevate your aggregate score beyond perfect.
5) Exercises may not be submitted late for any reason other than a documented illness.
5) You will not receive regular feedback on Exercise results. An anonymous list of aggregate scores to date will be posted to the blog before Week 8.
Please post a comment here if you have any questions about Exercises.
Sunday, January 13, 2008
Exercise 1-Jung Hwan
Auditory sense
How do we hear?
There are 3 parts to the ear which work together to help us detect and interpret sound
The Outer ear
Function: to collect sound and aid in sound localization
Known as the pinna or auricle, the visible portion of the ear gathers sound from the surrounding environment and sends it down the ear canal.
The Middle ear
Function: to transmit sounds from the outer to inner ear
The vibration of the tympanic membrane (eardrum) is transmitted to three small bones (malleus, incus, and stapes) that carry sound to the inner ear.
The Inner ear
Function: changes waves from mechanical to electrical energy.
Made-up of two main parts: the cochlea, a system of complex hair cells (sensory cells) and the vestibular system, which is responsible for balance. Tiny hair cells send impulses to the auditory nerve, which in turn sends it on to the brain for the final processing of the sound.
Information Sources:
How do we hear?
There are 3 parts to the ear which work together to help us detect and interpret sound
The Outer ear
Function: to collect sound and aid in sound localization
Known as the pinna or auricle, the visible portion of the ear gathers sound from the surrounding environment and sends it down the ear canal.
The Middle ear
Function: to transmit sounds from the outer to inner ear
The vibration of the tympanic membrane (eardrum) is transmitted to three small bones (malleus, incus, and stapes) that carry sound to the inner ear.
The Inner ear
Function: changes waves from mechanical to electrical energy.
Made-up of two main parts: the cochlea, a system of complex hair cells (sensory cells) and the vestibular system, which is responsible for balance. Tiny hair cells send impulses to the auditory nerve, which in turn sends it on to the brain for the final processing of the sound.
Information Sources:
http://en.wikipedia.org/wiki/Hearing_(sense)
http://www.coolquiz.com/trivia/explain/docs/hearing.asp
http://www.myoan.net/facts/facts_hearing.html
http://www.coolquiz.com/trivia/explain/docs/hearing.asp
http://www.myoan.net/facts/facts_hearing.html
Image:
Exercise 1 - Zack, Alex
How The Ear Works
Your ear picks up all the sounds around you and then translates this information into a form your brain can understand. One of the most remarkable things about this process is that it is completely mechanical. Your sense of smell, taste and vision all involve chemical reactions, but your hearing system is based solely on physical movement.
To hear sound, your ear has to do three basic things:
1. Direct the sound waves into the hearing part of the ear
2. Sense the fluctuations in air pressure
3. Translate these fluctuations into an electrical signal that your brain can understand.
The pinna, the outer part of the ear, serves to "catch" the sound waves.
Once the sound waves travel into the ear canal, they vibrate the tympanic membrane, commonly called the eardrum. The eardrum is a thin, cone-shaped piece of skin, about 10 millimeters wide. It is positioned between the ear canal and the middle ear. The eardrum is rigid, and very sensitive. Even the slightest air-pressure fluctuations will move it back and forth.
Before the sound passes in to the inner ear, it must be amplified.
This is the job of the ossicles, a group of tiny bones in the middle ear. The ossicles are actually the smallest bones in your body. They include:
The malleus, commonly called the hammer
The incus, commonly called the anvil
The stapes, commonly called the stirrup
When the eardrum vibrates, it moves the tiny ossicles - from the hammer to the anvil and then to the stirrup. These bones help sound move along into the Cochlea, a small, curled tube in the inner ear. The cochlea is filled with liquid, which is set into motion, like a wave, when the ossicles vibrate. When sound reaches the cochlea, the vibrations (sound) cause the hairs on the cells to move, creating nerve signals that the brain understands as sound.
Exercise Zero - Inbal Shreemohan
1 --> Inbal Shreemohan
2 --> Going into Industrial Design (I Loooooove it!)
3 --> Software are not my best side although I find the way to do what I need to in
Flash, Fotoshop etc. Good with Office (Word, Exel, PowerPoint, Out-Look).
Exercise One - Heejin Son & Emily Vender
Touch The sense of touch is felt through the body’s largest organ, the skin. The dermis, which is the inner layer of the skin, contains clusters of nerve endings which detects the body’s sense of touch. The highest concentration of nerve clusters are located in the fingertips, allowing this area to be the most sensitive to touch. There are also different kinds of nerve clusters, each with a function all their own.
The most simple structures are called free nerve endings, which detect pain, temperature, and itch. The nerves that are more complex structures detect pressure and vibrations. Inside of the dermis, the nerve clusters look like onions or jelly material, and when they are squeezed due to the pressure of touch, the layers of the cluster rub together creating electrical nerve impulses. These are then transmitted to nerve receptors in the body’s central nervous system, which then get sent to the brain, where they are analyzed and interpreted.
The sense of touch detects many other sensory experiences such as temperature, pressure, and pain, so it is medically referred to as the somatosensory system, which categorizes all of the feelings associated with touch into one group.
Above is a diagram of the inside of the skin. The nerve endings can be found in the upper dermis layer, right under the epidermis.
Sources:
http://www.netdoctor.co.uk
http://en.wikipedia.org
http://freda.auyeung.net
http://www.encyclopedia.com
Exercise One- Adam, Amanda, Banafsheh and Jenny
WHAT IS TASTE?
Taste is the result of electrical impulses, sent from the tongue to the brain, usually when eating. These impulses are then recognized as one of the five tastes: sweet, sour, salty, bitter and umami.
HOW DOES TASTE WORK?
Taste begins on the tongue with papillae. Some of the papillae contain gustatory receptor cells, or taste buds. Each of these receptors contains gustatory hair, which protrudes from the taste pore.
As the papillae creates friction between the food and tongue, and the food is broken down by chewing and saliva, the molecules created reach the gustatory hair by means of the taste pore.
An electrical impulse results from the stimulation, and travels through the nervous system to the cerebral cortex, where they are interpreted by the brain as one of the five taste senses.
SIDE NOTES
*New research has shown that the previously accepted "tongue map" is incorrect. Instead of the tongue being sectioned off in taste areas, the entire tongue is capable of transmitting tastes, provided the papillae contains gustatory receptor cells.
*Umami, (oo-mo-mee), is the fifth taste to be added on to the list of primary tastes. It is caused by glutamate, a common amino acid in food.
Sources:
http://www.msginfo.com/about_taste_how.asp http://www.msginfo.com/about_taste_umami.asp http://www.msginfo.com/about_taste_role.asp
http://www.kidshealth.org/kid/talk/qa/taste_buds.html
http://health.howstuffworks.com/taste.htm
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